Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process

Kubiak, John (2015) Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process. Journal of Research in Special Educational Needs. n/a-n/a. ISSN 1471-3802

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Official URL: http://onlinelibrary.wiley.com/doi/10.1111/1471-38...

Abstract

There is a growing awareness of the value of using pupils’ voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under-theorised and under-utilised. This paper reports on an inclusive phenomenographic study undertaken with college students with intellectual disabilities (ID). It outlines how pupil voice can be used to gain a deeper understanding of the teaching and learning process. The strategies that promoted learner engagement and autonomy include establishing a supportive learning climate or environment, and promoting self-regulated learning strategies. These findings suggest that the use of pupil voice is fundamental to changing the way teachers think about students with ID and their learning.

Item Type: Article
Uncontrolled Keywords: Pupil voice; teaching and learning strategies; people with intellectual disabilities; higher education
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:51
URI: http://eprints.teachingandlearning.ie/id/eprint/2698

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